Religion-Integrated STREAM for Reflective Thinking and Creativity in Biodiversity Learning

Abstract

Integrating scientific inquiry with religious and ethical perspectives may strengthen higher-order competencies
required for sustainability-oriented science learning. This quasi-experimental study examined associations
between religion-integrated Science, Technology, Religion, Engineering, Arts, and Mathematics (STREAM)
instruction and Grade 10 students’ reflective thinking and creativity in biodiversity learning. Two classes at a
senior high school in Bandar Lampung, Indonesia, were selected through cluster random sampling: 32 students
received four STREAM lessons, whereas 31 received the school’s Teaching at the Right Level (TaRL)
instruction. Reflective thinking was assessed with essay tasks covering reacting, comparing, and contemplating;
creativity was measured using a questionnaire addressing fluency, flexibility, originality, and elaboration.
Normalized gains and posttest MANOVA were analyzed. STREAM students improved from 30 to 85 in
reflective thinking (g = .79) and from 48.02 to 83.80 in creativity (g = .69); comparison students improved from
31 to 71 (g = .65) and from 37.53 to 70.86 (g = .53). The multivariate effect was significant, Wilks’ Λ = .358,
F(2, 60) = 53.898, p < .05. Religion-integrated STREAM was associated with higher outcomes, supporting use
in sustainability-oriented biodiversity education.